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Araştırmanın amacı, yansıtıcı düşünme etkinliklerinin altıncı sınıf öğrencilerinin matematik tutumu üzerindeki etkisini incelemektir. Araştırma, ön test-son test kontrol gruplu yarı deneysel model kapsamında düzenlenmiştir. Araştırmanın çalışma grubu 72 altıncı sınıf öğrencisinden oluşmaktadır. Dersler, deney grubunda yansıtıcı düşünme etkinlikleriyle işlenmiştir. Kontrol grubunda ise mevcut matematik dersi öğretim programına uygun bir matematik öğretimi gerçekleştirilmiştir. Veri analizinde bağımlı ve bağımsız örneklemler t-testi, ayrıca grupların son test puanları arasındaki farkı belirlemek için kovaryans analizi (ANCOVA) kullanılmıştır. Bulgulara göre, deneysel uygulamaların ardından, deney grubundaki öğrencilerin matematik dersine yönelik tutumlarının kontrol grubundaki öğrencilere kıyasla anlamlı seviyede yüksek olduğu saptanmıştır. Araştırmada ulaşılan bulgulara dayanarak, yansıtıcı düşünme etkinliklerinin öğrencilerim matematik tutumları üzerinde pozitif etkisinin olduğu söylenebilir. Elde edilen bulgular göz önüne alınarak, araştırma sonunda, yansıtıcı düşünme etkinlikleri ile araştırma yapacak araştırmacılara yönelik öneriler sunulmuştur.
The purpose of the study is to study the impact of reflective thinking activities on the mathematical attitude of sixth class students. The research was organized within the framework of the semi-experimental model of the pre-test-final test control group. The study group consists of 72 sixth-class students. The lessons are processed with reflective thinking activities in the experiment group. In the control group, a mathematical teaching was carried out in accordance with the current mathematical course. In data analysis dependent and independent samples have been tested, and the quarry analysis (ANCOVA) has also been used to determine the difference between the final test points of the groups. According to the findings, after experimental practices, the attitudes of students in the experiment group towards the math lesson were significantly higher compared to students in the control group. Based on the findings achieved in the study, it can be said that reflective thinking activities have a positive impact on my students’ mathematical attitudes. Given the findings obtained, the research ended with recommendations for researchers to conduct research with reflective thinking activities.
The aim of this research was to examine the effect of reflective thinking activities on sixth grade students’ attitude towards mathematics. The research has been arranged as the pre- and post-test control group quasi-experimental design. The research participants were composed of 72 sixth grade students. Reflective thinking activities were used in the experimental group. In the control group, mathematics teaching was carried out in accordance with the curriculum of the mathematics course. Dependent and independent samples t-test were used in data analysis, and covariance analysis (ANCOVA) was applied to determine the difference regarding post-tests scores of the groups. According to the results of the data analysis, at the end of the interventions, it seemed that the attitude towards mathematics of the experimental group students were significantly higher than the attitudes of the control group students. Based upon the findings of this study, it can be concluded that reflective thinking activities have a positive effect on students’ attitude towards mathematics. Considering the findings, the researchers have offered suggestions for those who are to perform any other research on reflective thinking activities.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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